ABSTRACT
There is a strongly held popular belief that music and mathematics are inextricably linked. Marcus du Sautoy (2004: 77) asserts that there is a natural link, adding that ‘Mathematics departments invariably have little trouble assembling an orchestra from the ranks of their members’. The link is sometimes made in teaching music – especially if students are being taught primarily through the use of notations. They may be asked to do the sums involved in calculating rests, dotted notes and hemi-demi-semi quavers. However, music is rarely used as a tool for teaching mathematics. A notable exception may be that in the early years number rhymes are used to teach children to count. This reflects an implicit understanding of the role that music plays in supporting memory.
